Childminder in Richmond upon Thames

Inspection date

Previous inspection date 21/02/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children form good bonds with the childminder which helps them feel secure, builds their self-esteem and supports their overall development very well.  Children benefit from their positive play with the childminder's own children learning the concepts of sharing and taking turns in a relaxed family environment.  The childminder uses self-evaluation effectively to monitor and review her practice.  The childminder builds good relationships with parents, sharing information effectively and involving parents in their children's learning.

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It is not yet outstanding because

 The childminder does not fully promote children's communication and language, and their sense of identity, by providing additional personalised resources for them to talk about.  Children do not use the garden in all weathers, and in all seasons, to develop their understanding of the world immediately around them.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector spent the inspection time with the childminder observing her and the children she was caring for. This took place in the childminder's home.  The inspector sampled children's information and development records.

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Inspection activities

 The inspector shared ongoing discussion and joint observations with the childminder throughout the visit. Safeguarding was discussed with the childminder and her policy sampled.  The childminder read parents' views in recent emails.

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Information about the setting

The childminder registered in 2012. She lives with her family in Twickenham, within the London Borough of Richmond. The family live in a town house and childminding activities take place on the first floor with a second floor bedroom for sleep only. Toilet facilities are on both the ground and second floor. There is an enclosed garden available for outdoor play.The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for one child in the early years age range who attends on a part time basis. The childminder regularly visits local play groups with the children.

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To further improve the quality of the early years provision the provider should:

 enhance opportunities for children to further develop their communication and language and sense of identity by sharing photographs of their activities and talking with them about what they did and how they felt

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To further improve the quality of the early years provision the provider should:

 develop the use of the garden so that young children can investigate familiar outdoor features freely, in all seasons and weathers.

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who attend

The childminder uses her knowledge of children's individual needs as the focus for the good range of stimulating play and social experiences she plans and provides. This results in children making good progress in their learning and development, given their starting points. Children form strong bonds with the childminder and share positive interaction and social experiences with her and her children. This builds children's confidence and helps them to acquire a good range of skills that will support them in the next stage of their learning. For example children are learning the skill of sharing and taking turns, continually, through their play and interaction with others. The childminder's gentle demeanour and consistent fairness, provides constant reassurance that everyone will get their turn, and that it's fun to watch others too. Children's achievements are valued and acknowledged so all take pleasure in each other's success. This encourages children's self-

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who attend

esteem and promotes a positive atmosphere where children want to explore and investigate.

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who attend

Children benefit and learn from their interaction and play with the childminder's children. They listen, observe and copy things the older children are doing, watching and learning constantly. Children thoroughly enjoy, and show great excitement during, the morning snack time when they all sit together at the table to eat and drink. They vocalise excitedly, use emerging language and laugh with their friends. Children learn new skills, such as drinking from a different cup, by watching others do the same. The childminder provides a good range of indoor play experiences and makes effective use of the local community and outdoor play areas to complement home-based play. However, children do not use the garden in the winter. This means they cannot investigate changes, across the seasons and in all weathers, to develop their understanding of the world in their immediate environment.

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who attend

The childminder supports children's communication and language development by constant descriptions, questions, statements and repetition. Children hear polite language being encouraged by the childminder, such as 'please' and 'thank you', which will become part of their vocabulary over time. However, the childminder does not use a wide range of resources, which children can identify with, to further support children's communication skills and sense of identity. For example by using photographs of children's favourite activities or experiences, such as the popular snack time, and talking about these.

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who attend

The childminder encourages children's play well, following their interest and recognising that their concentration does not last long as there is always something different to explore. For example she sits with children on the floor as they play, making suggestions and offering toys. Children are familiar with the toy and join the childminder and her children in posting shapes into the corresponding hole in a shape sorter. They use their coordination and small physical skills to feel and post the shapes. Although some children find it difficult to wait their turn at times, the childminder helps children to manage this through distraction. For example, she suggests they use another toy or points out the nearby boxes they can stack on top of each other. Children concentrate and persist at activities, repeating tasks as their confidence and dexterity increases. For example they use a shape puzzle, lifting the shapes out of the puzzle tray and successfully matching the

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who attend

shapes to the right space in the tray. The childminder praises their achievements and children take pride in this, holding their hand up to the childminder and her children for a 'high five'. The childminder accurately assesses children's stages of development and identifies how to support them in making progress through the range of play experiences she provides.

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The contribution of the early years provision to the well-being of children

Children demonstrate they feel very secure and safe in the childminder's care. They share affection with the childminder climbing onto her lap for cuddles, and vocalising excitedly. Children behave well as they are busy in their play and respond to the childminder's calm and consistent explanations. They show developing confidence and self-assurance in making their feelings known and show recognisable signs, which the childminder responds to, when they are tired or hungry. Children are learning through their interaction with the childminder and her children, skills such as, taking turns, sharing and waiting.

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The contribution of the early years provision to the well-being of children

Children's enjoyment of healthy eating is encouraged well by the childminder who provides a healthy snack of children's favourite fruits, such as blueberries and mango. The childminder recognises children's tastes are frequently changing and offers new tastes, such as dates, suggesting they might like it this time. Children show great pleasure in the fruit they do like. They laugh with excitement and say the word mango while eating the fruit. The childminder helps children understand about their own hygiene needs, by explaining familiar routines just before they happen. For example, when hands need cleaning, their nappy needs changing, or they are showing signs of tiredness.

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The contribution of the early years provision to the well-being of children

Children show a developing confidence in their physical skills, walking independently and using their coordination skills. They have daily opportunities for outdoor play and exercise during visits to local parks and they sometimes play in the childminder's garden. This helps to encourage their good health and physical development.

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provision

The childminder's enjoyment of her new career is demonstrated through her gentle, affectionate interaction with children and the calm, stimulating and welcoming atmosphere she creates. She uses self-evaluation effectively to reflect on her practice and she identifies areas for future development. For example, she reviews and updates the activities she provides, taking into account children's progress, and recognises where training will support her own development. The childminder's understanding of individual children's needs, and her sensitive observations, reflects a secure knowledge of children's development and how to support their progress. She is aware of the progress check for two year olds and will be using her existing records and knowledge to contribute to this when needed.

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provision

The childminder's home is welcoming and space is organised to enable children to play, eat and rest safely and comfortably. A good range of toys and play materials is easily accessible to children encouraging them to explore and investigate. Good use is made of other resources, such as local pre-school drop-in groups and regular visits to parks, to complement the home-based play the childminder provides.

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provision

The childminder supervises children closely, helping them gradually increase their mobility and independence safely. She uses risk assessments effectively to monitor and review safety issues in the home and on outings. These are updated regularly to meet children's changing needs. The childminder understands her responsibilities regarding child protection and safeguarding issues. She is aware of the procedures to follow if concerns arise regarding children's welfare, or an allegation is made relating to her. The required records are maintained and the childminder understands the requirements she must meet.

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provision

The childminder builds good relationships with parents, sharing information well. This means parents are reassured and involved in their children's play and learning. Parents praise the childminder's care highly. They comment that she provides a safe environment and is very conscious of their children's needs. Parents refer to being kept well informed about what their children do and how they have played. Parents also refer to the childminder's invaluable help and advice and her opinion is very much appreciated. They comment that it's a testament to the childminder's care how well children socialise and play together.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY451057 Local authority Richmond upon Thames Inspection number 880679 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 1

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family

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Type of provision

Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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